Prereading Strategies: What the Research Reveals on How to Motivate Tween Readers to Pick Up a Book

Lesesne summarizes favorite prereading and postreading strategies of younger (kindergarden through fifth grade) and older readers (sixth through twelfth grade), as reported by Gibson (2004) and Giles (2005). Lesesne looked for commonalities between the two lists. One of the favorite prereading activities of younger and older reader is reading aloud. When a teacher reads aloud to students, it helps with motivation. Beyond that, reading aloud also aids "listening comprehension", and "can provide students with a model of fluency". Audiobooks are a helpful medium here, "but should never supplant, the reading aloud experience" (Lesesne, p.39(. 

Both younger and older readers state that choice is a key prereading factor in enjoying books. Some strategies to help students choose books are listed. Lois Buckman, a high school librarian in Texas, provides a unique approach. She "locate[s] a few book carts throughout the library, some of which she designates for student use in research for class assignments, while a few sport labels and signs indicating their contents. Lois alternates the books on these carts over the course of the school year. She might begin with some tried-and-true choices aimed at the types of books student want. New additions to the library might be featured one month; a cart in October is sure to have scary stories; February's cart must have love stories as well as love sucks stories. Lois also separates Texas reading list books onto carts. Like most states, the Texas Library Association each year develops lists of books for students from age two to grade 12" (Lesesne, p. 40). 

Booktalking is a method used by teachers and librarians. Highlighted books are briefly described. It is the book's charms that are of main focus. These charms are used as selling points by booktalkers to hook readers' interest, and hopefully motivate them to pick up the book and begin reading!

Classroom libraries must allow students a range of choices, as well. Despite the range of books available in the classroom, regular trips to the library are also needed. For the reading-bug to take effect, students need to be provided with as many books as possible. Limiting students to only those books available in the classroom will not allow them to grow into readers. Gifted students that read beyond the level of their peers will be significantly disadvantaged if restricted to only classroom books, for books chosen for the classroom generally reflect the read level of the majority of students. On the opposite side of the spectrum, struggling readers will also negatively suffer: they will be without the selection of books that they can easily read.

Lesesne, T.S. (2006). Naked reading: Uncovering what tweens need to become

 lifelong readers. Portland, ME: Stenhouse. 

A Prereading Strategy: Book Ownership

Owning books is a powerful "prereading strategy" (Lesesne, 2006). When children buy books or receive books as presents, they end up wanting to read more. Through grants funded by the Reading is Fundamental (RIF) organization Lesesne's school library was able to allow students to keep books that they checked out. Several researchers have documented a connection between owning books and reading. In general, less affluent families purchase less books than affluent families. This makes sense. When you have barely enough money to put food on the table, are you going to buy books? The lack of books that these families own translates into children being less likely to develop into readers. 


Children from more affluent families, who have lots of books, see themselves as readers.
Subconsciously, the knowledge of being surrounded by books sends kids the message that books are important. They watch their parents reading and are motivated by this. Their parents read to them more than parents who do not see themselves as readers. Stephen Krashen writes: "children and adolescents from low-income families have very little access to interesting and comprehensible reading material at home, in their neighborhoods, and even at school. It is because of this lack of access to books that these students are the ones who score lowest on tests of reading" (Lesesne, p.42). 

Lesesne's words of wisdom on how to place more books into the hands of less affluent children is promising but falls short of widespread changes. Points from book clubs for free books are one example. She encourages teachers and librarians to do whatever is in their power to allow children to keep books that matter to them. Lesesne provides an endless stream of suggestions on how to add books to children’s home libraries. Allowing children to keep material they value for longer periods of time is but one example. It is clear that Lesesne’s heart is in the right place, however, translating her suggestions beyond the confines of the school library is a riddle I can't solve. For change to be useful, it must come from a higher sphere. Individual librarians may wish to change policy, but without the help of those in power are at a loss. Allowing one child to keep a book longer than another, for example, is in direct opposition to library policy, which states that everyone should be treated equally. Of course, nothing is equal. Public libraries are far from equal bastions of learning. Those housed in richer areas invariably have broader collections than those housed in poorer sections. Libraries in affluent neighborhoods also offer more services and employ more staff. 

While I understand that owning books is a powerful reading motivator, I sometimes wonder whether we're making too much of this. Popular librarian Nancy Pearl has written about falling in love with books at the library. She grew up in a poor family in Detroit, which lacked the resources to purchase books. So she made the library her home. She gobbled up every book she could find and made friends with librarians. Theo, the eleven-year-old heroine from Kit Person’s Awake and Dreaming followed a similar trajectory, developing into an avid reader despite the lack of books at home. Instead of focusing on book ownership, I think it is more useful, much more meaningful, to understand the psychology of those from non-affluent families who do become readers. Are they readers because of innate differences, or do they become turned onto books via the helpful ministrations of librarians, teachers, or other adults? How can we as librarians step in and meet the needs of this economically disadvantaged group? 

 Lesesne, T.S. (2006). Naked reading: Uncovering what tweens need to become

 lifelong readers. Portland, ME: Stenhouse. 

What are Popular Novels Teaching Tweens?

Tweens are constantly bombarded with media messages. In the process of reading over fifty books for my book blog this semester, I noticed a disturbing trend. Many popular books such as The Diary of a Wimpy Kid are sending the message to boys that it is ok to disrespect friends and to behave in an unfeeling manner. However, others like Sue Nielson’s Word Nerd illustrate the opposite. The hero of Word Nerd, twelve-year-old Ambrose is an atypical character, with an unusual fashion sense and avocation. Consequently I wonder whether tween boys would relate to him as readily as with other popular characters such as Harry Potter, Artemis Fowl II, and Greg Heffley.  Critics have called Artemis Fowl II similar to J.K. Rowling’s Harry Potter, primarily because of his decision to step into his missing father’s role, and the presence of mythical creatures in his stories. However, the connection stops there. Unlike Harry, Artemis Fowl II is a cruel-hearted criminal. The warmth, friendship, and inspirational values on display in the “Harry Potter” series are noticeably vacant in the Artemis Fowl collection of books.

If popular novels are teaching tween boys to suppress their feelings and engage in violent acts, what are some of the messages that tween girls are learning? Since tween literature is weighted towards a female audience, the message directed at tween girls is much more positive. The historical novels of Karen Cushman encourage girls to reach for the top, and poignantly illustrate their ability to do anything they set their minds to do. Rachel Renee Russell’s Dork Diaries series extends Cushman’s philosophy, rewarding Nikki Maxwell’s strength and determination at the expense of her superficial nemesis, MacKenzie Hollister. Tish Cohen’s The Invisible Rules of Zoe Lama, Jane Birdsall’s The Penderwicks, and Cynthia Lord’s Touchblue highlight strong role models for tween girls. If only books for boys functioned similarly. 

Tween Librarianship: Some Controversies

Anderson (2007) conveys some of the difficulties at work in young adult librarianship. There is some confusion over which books are acceptable for tweens and which books are better suited to teens. I noticed this discrepancy myself when visiting my local library this past week. The “middle school” section of the Carlsbad library houses Newbery Medal books, however, Michael L. Printz award-winning books are located in the teen department. Both awards are suitable for tweens; the latter award is geared towards twelve to eighteen-year-olds, whereas the former applies to those up to fourteen years.

In addition to controversies over where to place tween literature within the library, librarians wrestle over whether children’s or young adult librarians should be held responsible for tween programming. As discussed, there exists substantial overlap in the tween age category. Some tweens may identify more with children, while others may readily relate with adolescent groups. The wide range of tweens makes programming especially difficult. Instead of offering programming for separate ages, why not focus on specific interests instead? Tweens can choose to attend programs that reflect their specific tastes. There may be some programs that tweens would prefer to keep to those their own age. For example, literature circles and informational literacy classes are best when the participants are of the same age.

Anderson, S. (2007). Serving young teens and ‘tweens. Westport, CT: Libraries

 Unlimited. 

Keeping Tweens Connected to the Library

The process of maturing into a teenager is of monumental importance, and tweens are desperately in need of what the library has to offer. Unfortunately, most public libraries turn their back on tweens when they need help the most. Within most public libraries “space” is at a premium. Shelving space generally prioritizes children’s or young adult literature. If proper conditions are in place, tweens will continue to make use of their libraries. However, what often happens at this time is that  “tweens become less interested in the library” (Anderson, p. xxiii). Even tweens who grew up loving the library often decide when they become tweens that the library is no longer a cool space, and refuse to avail themselves of library services. “Without a positive adult influence promoting the library as a resource these tweens and young teens might turn them away from the library. Losing their patronage at this early stage can mean losing them for life” (xxiii). 

How are librarians to serve tweens with this knowledge? The transition from tweenhood to adolescence is one of the most difficult developmental stages. Tweens need all the support available to them. Public and school librarians can join together in planning programming, and extend decision making to middle-school teachers. Librarians could visit individual classrooms weekly, bi-weekly or monthly to booktalk and share upcoming library events. Teachers and school librarians could follow through with parents, reminding them of important events and programs available at the school and public library.

Anderson, S. (2007). Serving young teens and ‘tweens. Westport, CT: Libraries

 Unlimited. 

Nonfiction

Sullivan (2002) and Jones, Hartman and Taylor (2006) illustrate the importance of nonfiction for tweens. Unfortunately reviewing bodies such as School Library Journal, Voice of Youth Advocates, Booklist, and Publishers Weekly prioritize fiction, rarely reviewing nonfictional books. Reviewers of nonfiction mostly emphasize superficial aspects, turning a blind eye to the aesthetic qualities of the genre. Sullivan notes that many professionals are under the impression that tweens only refer to nonfiction for help with school assignments. Moreover, some reviewers, librarians, and teachers equate the reading of nonfiction as “not ‘real reading’” (p. 65). These findings couldn’t be further from the truth! Many reluctant readers prefer nonfiction books. Sullivan (2003, 2009) argues that simply including engaging nonfiction books in library collections and advertising them to boys may be enough to spark boys’ desire to read. To become inspired by books, boys need male role models and books that connect them to their fathers.

While we cannot instantly change the fictional emphasis at work in professional journals that review tween literature, we do have the power to alter how nonfiction is perceived in our libraries. When choosing tween nonfiction titles, library selectors should choose some books that supplement school curriculum and others that satisfy outside interests. Selectors need to be certain to choose high quality books, instead of books that feature "didactic and dull writing, unimaginative layout and design of text and illustrations, and repetitive use of stock photographs that do little to complement the text" (Sullivan, 2002, p.67). Booktalking nonfictional titles and advertising them in high-rent spaces within the library may attract the attention of young patrons who would otherwise choose fiction. Another idea is to include nonfiction in tween literature circles or discussion groups.

Sullivan, E. T. (2002). Reaching reluctant young adult readers: A handbook for

librarians and teachers. Lanham, Maryland: Scarecrow Press.

Sullivan, M. (2003) Connecting boys with books: What libraries can

do. Chicago: ALA.

Sullivan, M. (2009). Connecting boys with books 2: Closing the

 reading gap. Chicago: ALA.

Jones, P., Hartman M. L. & P. Taylor. (2006). Connecting with reluctant teen readers:

 Tips, titles, and tools. New York: Neal-Schuman.

The Ages of Tweens: A Wide Range

There is no clear definition of the specific ages within the tween category. Some authors include those as young as eight years, while others view nine as the starting point. As girls come to mature at earlier and earlier ages, the definition of tween is pushed far earlier than ever before. Some girls may identify as tweens at eight years, while other eight-year-olds may continue to behave as children. I define tween as between the ages of eight and fourteen years. However, the expression of this developmental stage varies from child to child. Consequently, the tween age range is only a blueprint.

Librarians need to understand that development does not come in a one-size-fits-all package. Just as collection librarians need to ensure that they include something to satisfy the majority of patrons’ tastes, so must young adult librarians remember that development varies widely. Consequently those librarians who work with youth between the ages of eight and fourteen years need to remain flexible with their recommendations. Ideally book selections should be tailored to each child. School and public libraries that serve these groups must ensure that a range of books for both young and old are available, and that collections are not overly weighted towards books for older readers. Library programming must also reflect a range of interests and developmental stages. Some tweens may prefer to attend children’s programs, while others may opt to attend young adult programs. Librarians must be prepared for any eventuality, and not pigeonhole tweens into one category.